Wayne RESA
OS/MAISA > Grade 1 > World Languages > Chinese - Grade 1 (OS/MAISA)
Curriculum, OS/MAISA 
Course Description:
Unit
Overarching Questions and Enduring Understandings
Graphic Organizer
Unit Abstract
Unit Level Standards
Essential Questions
Content (Key Concepts)
Unit Assessment Tasks
Skills (Intellectual Processes)
Lesson Plan Sequence
Resources
XUnit 1: Getting Acquainted at School
(Week 1, 6 Weeks)

How do I communicate in Chinese?

 

 


This unit teaches children to communicate orally in Chinese. They begin to use basic vocabulary to greet others, introduce themselves and others and say good-bye. They also express simple feelings and use appropriate titles with adults. Children learn that people in the USA and China can say the same things in both languages. Initially they demonstrate understanding of oral directions by responding physically or using one-word or memorized phrases. They continue to develop recognition of Chinese characters from the unit vocabulary.



1. How do I greet others?

2. How do I introduce myself?

3. How do I introduce a peer/classmate?

4. How do I ask others for personal information?

5. How do I express feelings?

6. How do I distinguish title?

7. How do I show that I understand directions?


1. Follow directions and make requests:

kāi mén/ guān mén/ kāi dēng/ guān dēng/qǐ lì /zuò xià/

Wǒ néng qù cè suǒ ma? / Wǒ néng qù hē shuǐ ma?

开门/关门/开灯/关灯/起立/坐下//我能去厕所吗?/我能去喝水吗?

 

Teacher used directions:

qǐng yí gè tóng xué shàng lái/ guò lái/ dàjiā qǐlì/ dàjiā zuòxià/ dōu guò lái/ dàjiā tīng hǎo/ dàjiā kàn zhèlǐ

请一个同学上来/过来/大家起立/大家坐下/都过来/大家听好

/大家看这里

  • Review directions from Kindergarten, Unit 1

2. Introduce self and others:

Wǒ jiào... , nǐ ne?

Tā jiào.../ Tā jiào shén me míng zì?/ Tā jǐ suì?/Tā...suì.

我叫...,你呢?

他叫...。/他叫什么名字?/他几岁?/他...岁。

  • Review: Nǐ jiào shén me míng zì? 你叫什么名字?

3. Address people with proper titles with last names:

lǎoshī (e.g Qí lǎoshī)

老师(例如:齐老师)

xiao zhang (e.g xiaozhang)

小张 (例如:小张)

nán háizi / nǚ háizi

男孩子/女孩子

 

4. Use appropriate greetings and ask about/express states of being:

zǎo shàng hǎo/ xià wǔ hǎo/ wǎn shàng hǎo/ wǎn ān

早上好/下午好/晚上好/晚安

Nǐ hǎo mā?/ Wǒ hěn hǎo/mǎ mǎ hū hū./ Wǒ bù shū fu./ Wǒ bìng le/ hái xíng./ Nǐ ne?/ Wǒ lèi le. /Wǒ kùn le.

你好吗?/我很好。/马马虎虎/我不舒服/我病了/还行/你呢?/我累了/我困了

  • Review: greetings, states of being,body parts and Wǒ...téng. 我...疼from Kindergarten.

5. Identify characters:

我很好。Wǒ hěn hǎo/马马虎虎 mǎ mǎ hū hū.

 

6. Introduced but not assessed:

zuǐ bā bù shuō huà/ yǎn jīng kàn lǎo shī/ qǐng gēn wǒ shuō/ dà shēng yì diǎn er/ zài shuō yí biàn

嘴巴不说话/眼睛看老师/请跟我说/大声一点儿/再说一遍

 

7. Introduced but not assessed:

  • Pinyin: a, ai, ao, an, ang and four tones
  • Writing characters: 一,二,三,四,五,六,七,八,九,十,几

 

 


Sample Performance Assessments:

 

1. Assess students’ current level vocabulary related to this unit of study (oral language). (2.2.N.E.a)

2. Carry out oral directions. (1.2.N.L.a)

3. With a partner, greet, introduce yourself, express feelings, ask your classmate how he/she is feeling, and say good-bye. (1.1.N.SL.a, 1.1.N.SL.b)

4. Orally identify proper titles given the name of school staff members. (1.1.N.SL.a)

5. In groups of three, introduce a friend to your classmate. (1.1.N.SL.a)

6. Given the Chinese characters for I'm fine and I'm just ok, students match the characters with the corresponding pictures. (1.2.N.R.a)


Identifying

Describing


 

Recommended (not required) Instructional Resources:

 

Teacher Resources:

Better Chinese - My First Chinese Words, Book 3: What is your name?

 

Chinese Paradise, Book 1A, Lesson 1

 

Chinese Paradise, Book 1B, Lesson 7

 

Lanbridge Chinese for Young Learners, Book 1A, Unit 2

 

Chinese character flash cards

 

Name cards

 

Chinese character cards for good morning, good afternoon and good night and feelings.

 

Chinese Treasure Chest, Volume 1, page 63-66, 68-71

 

Youer Hanyu, Book 1, Lesson 6 & 7

 

Monkey King Chinese, Book 3B, Lesson 4

 

Experiencing Chinese, Book 1, Lesson 3 & 4

 

 


XUnit 2: My Classroom
(Week 7, 7 Weeks)

How do I describe things in my classroom?


In this unit children begin to acquire basic vocabulary to talk about things found in the classroom. They describe items by color, size and number. They learn to understand and respond to more classroom directions. Through this unit of study, students compare classrooms in the USA and China. They continue to build their recognition of Chinese characters from the unit vocabulary. They begin to explore Pinyin and writing characters.



1. How do I identify and describe objects in my classroom?

2. How do I show that I understand classroom directions?


1. Review backpack objects and colors from Kindergarten, Unit 2

 

2. Identify and describe classroom objects by color:

hēi bǎn/ bái bǎn/ shuǐ cǎi bǐ/ bǎn cā/ mén/ chuāng hù/ dì qiú yí/ qí zi/ guó qí/ yǐ zi/ zhuō zi (kè zhuō)/ diàn nǎo/diàn shì/ zhōng/ dēng lā jī tǒng/ wén jiàn jiá/ wén jù hé

黑板/白板/水彩笔/板擦/门/窗户/地球仪/旗子/国旗/椅子/桌子(课桌)/电脑/电视/钟/灯/垃圾筒/文件夹/文具盒

 

3.  Ask and respond to questions:

  • Jiào shì lǐ yǒu shén me?  教室里有什么?
  • Jiào shì lǐ yǒu... 教室里有...
  • Nǐ de...lǐ yǒu shén me? 你的...里有什么?
  • Wǒ de...lǐ yǒu... 我的...里有...
  • Zhè/ zhè xiē shì shén me? 这/这些是什么?
  • Zhè/ zhè xiē shì... 这/这些是...

  

4. Describe classroom objects by number, size:

  • numbers 0-100
  • xiǎo/ bú dà bù xiǎo/ dà 小/不大不小/大
  • jiā, jiǎn (suàn shù) 加,减(算术)

 

5. Follow directions: géi wǒ, mō, dǎ kāi, hé shàng shū, huà huà

         给我,摸,打开,合上书,画画

  • Review directions from Unit 1

6. Compare American and Chinese classrooms. 

 

7. Identify characters: 谢谢,桌子,椅子

 

8. Introduced but not accessed:

Pinyin: o, ou, ong

Writing characters: 这,是,什,么

 


Sample Performance Assessments:

 

1. Assess students’ current level vocabulary related to this unit of study (oral language).

2. Orally identify classroom objects using items or pictures. (1.1.N.SL.h)

3. Orally describe classroom objects by color, number and size. (1.1.N.SL.h, 1.1.N.SL.g)

4. Follow a series of classroom instructions. (1.2.N.L.a)

5. Compare American and Chinese schools using a T-chart in English (2.2.N.E.a).

6. Given the Chinese characters for thank you, table and chair, students match the characters with the corresponding English script. (1.2.N.R.a)


Identifying

Describing

 


 

Recommended (not required) Instructional Resources:

 

Teachers Resources:

Different colors

 

Pictures of classroom objects

 

Vocabulary flash cards using characters

 

Chinese Treasure Chest, Volume 1, page 74-80, 116-128

 


XUnit 3: What's It Like Outside?
(Week 14, 7 Weeks)

How do I talk about when things happen?


In this unit children learn the days of the week in Chinese and identify daily basic weather conditions. They ask for and respond to information about time and weather. They continue to build their recognition of Chinese characters from the unit vocabulary. They begin to explore Pinyin and writing characters.



1. How do I talk about weather and time?

2. How do I describe weather over time?

3. How is time expressed?


1. Identify and describe weather conditions:

lěng/ rè/ qíng tiān/ duō yún/ bù lěng bú rè/ yǒu( guā fēng)/ xià yǔ/ xià xuě/ dǎ léi

冷/热/晴天/多云/不冷不热/有(刮)风/下雨/下雪/打雷

 

2. Describe time using míng tiān, zuó tiān, zhōu/ xīng qī, zhōu mò, xīng qī liù, xīng qī tiān/rì 明天,昨天,周/星期,周末,星期六,星期天/日.

 

3. Review days of the week:

xīng qī yī, xīng qī èr, xīng qī sān, xīng qī sì, xīng qī wǔ

星期一,星期二,星期三,星期四,星期五

 

4. Request information:

  • Jīn tiān/ zuó tiān/ míng tiān tiān qì zěn me yàng?今天/昨天/明天天气怎么样?
  • Jīn tiān xīng qī jǐ? 今天星期几?
  • Míng tiān xīng qī jǐ? 明天星期几?
  • Zuó tiān xīng qī jǐ? 昨天星期几?

5. Respond to questions:

  • Jīn tiān xīng qī…. 今天星期....
  • Míng tiān xīng qī…. 明天星期....
  • Zuó tiān xīng qī.. 昨天星期....
  • Jīn tiān....(weather) 今天....(天气)
  • Míng tiān….(weather) 明天....(天气)
  • Zuó tiān….(weather) 昨天....(天气)

6. Identify characters:​

  • 星期一,星期二,星期三,星期四,星期五,星期六,星期天/日
  • 今天,昨天,明天, 多

7. Introduced but not assessed:

Pinyin: e, ei, en, eng

Writing characters: 今,天,多

 


Sample Performance Assessments:

 

1. Assess students’ current level vocabulary related to this unit of study (oral language).

2. Orally identify weather conditions using pictures. (1.1.N.SL.b)

3. Describe the weather/Give a weather report for a given day. (1.3.N.S.b)

4. Label a calendar with the days of the week using a word bank in characters. (1.2 N.R.a)

5. Given the Chinese characters for today, tomorrow, yesterday, many and days of the week, students match the characters with the corresponding English script. (1.2.N.R.a)


Identifying

Describing


 

Recommended (not required) Instructional Resources:

 

Teachers Resources:

Calendar

 

Weather picture flashcards

 

Chinese Treasure Chest, Volume 1, p 137-140, 257-258

 

Vocabulary flashcards with Chinese characters

 

Chinese Paradise, Book 3A, Lesson 2

 

Better Chinese, My First Chinese Words, Book 32 & 34

 

Chinese Paradise, Book 2A, Lesson 4

 


XUnit 4: More About My Family
(Week 21, 7 Weeks)

Who makes up a family?


In this unit children learn to identify more members in/of a family. They also describe members of their own family by age, physical and personality traits as well as likes and dislikes. They express their relationship to those members. Students continue to build their recognition of Chinese characters from the unit vocabulary. They begin to explore Pinyin and writing characters.



1. How do I describe a family?

2. How do I describe grandparents and their role in my life?

3. How do I describe family members with adjectives?

4. Who is considered a family member?

 


1. Review family members and pets from Kindergarten, Unit 4 and Unit 6.

 

2. Describe family members by age and relationship: 

  • Wǒ yǒu …. 我有...。
  • Nǐ yǒu mā? 你有...吗?
  • Zhè/ tā/ tā shì (wǒ de).... 这/他/她是(我的)...。
  • Wǒ...suì. 我...岁。
  • Tā/ tā...suì. 她/他...岁。
  • Wǒ de bà ba/ gē ge...suì. 我的爸爸/哥哥...岁。

 

3. Describe family members’ likes and dislikes:

kàn shū/ yóu yǒng/ chàng gē/ tiào wǔ/ dǎ qiú/ huà huà/ kàn diàn shì

看书/游泳/唱歌/跳舞/打球/画画/看电视
 

 

4. Describe family members using gāo高, ǎi矮, cōng míng聪明, piào liàng漂亮, kě ài可爱, shuài帅, and shàn liáng善良.

 

 

5. Identify Characters:

爷, 奶,我,你,有, 岁.

 

6. Identify cognates between English/Chinese family member vocabulary.

 

7. Introduced but not accessed:

Pinyin: i, ia, ie, in, ing

Writing characters: 我,有,爸,岁

 

 


Sample Performance Assessments:

 

1. Assess students’ current level vocabulary related to this unit of study (oral language).

2. Draw, label and orally describe members of their family or a fictional family. (1.2.N.R.a, 1.3.N.S.b)

3. Ask a classmate basic questions about his/her family members. (1.1.N.SL.b)

4. Answer a classmate’s questions about family members. (1.1.N.SL.b)

5. Identify family members by listening to an oral description. (1.1.N.SL.b)

6. Given the Chinese characters for I, you, have, age, grandmother and grandfather, students match the characters with the corresponding English script or pictures. (1.2.N.R.a)

7. Identify words to name family members that are cognates in Chinese. (4.1.N.a).


Identifying

Describing


 

Recommended (not required) Instructional Resources:

 

Teachers Resources:

Pictures of family members and activities

 

Chinese Treasure Chest, Volume 1, P 167-176

 

Family member vocabulary flash cards using characters

 

Better Chinese website: www.betterchinese.com

 

Family trees

 

Poster board for face puppets

 

Songs

 

Kindergarten resources: Unit 4 & 5

 

Lanbridge Chinese for Young Learners, Book 1A, Lesson 7

 

Easy Steps to Chinese, Level 1, Lesson 5 & 7

 

Chinese Paradise, Book 1A, Lesson 6


XUnit 5: Farm Animals
(Week 28, 6 Weeks)

How do I describe farm animals?


In this unit children learn to talk about and describe farm animals as well as express their personal likes and dislikes about animals in Chinese. Students start to develop an awareness between farm animals and the Chinese Zodiac. They also describe animals in terms of size and color. They continue to build their recognition of Chinese characters from the unit vocabulary. They begin to explore Pinyin and writing characters.



1. What are the animals that are found on a farm?

2. How do I describe animals that are found on a farm?

3. What are the characteristics of farm animals?

4. What are the farm animals found in the Chinese Zodiac?

 


1. Identify animals on a farm: 

nóng chǎng/ zhū/ niú/ mǎ/ yáng/ jī /mǔ jī/ gōng jī /yā zi/ é/ tù zi /huǒ jī

农场/猪/牛/马/羊/鸡/母鸡/公鸡/鸭子/鹅/兔子/火鸡

 

2. Ask about and express likes and dislikes about animals:

  •  Nǐ xǐ huān shén me dòng wù? 你喜欢什么动物?
  •  Nǐ bù xǐ huān shén me dòng wù? 你不喜欢什么动物?
  •  Wǒ xǐ huān.... 我喜欢....
  •  Wǒ bù xǐ huān.... 我不喜欢....

3. Describe animals by size and color:

  •  review xiǎo/ bú dà bù xiǎo/ dà  小/不大不小/大
  •  review all the colors

4. Review grammar: Zhè shì.... 这是....

 

5. Identify Chinese 12 Zodiac animals:

shí èr shǔ xiàng/ shēng xiāo 十二属相/生肖

 

6. Identify characters:  大, 小,马,牛,羊

 

7. Introduced but not assessed:

Pinyin: u, ua, uo, ui, un

Writing characters: 大,小,马,牛,羊

 


Sample Performance Assessments:

 

1. Assess students’ current level vocabulary related to this unit of study (oral language).

2. Draw or create a collage of farm animals, and orally describe them. (1.3.N.S.b)

3. Ask a classmate basic questions about farm animals they like or don’t like. (1.1.N.SL.g)

4. Answer a classmate’s questions about farm animal you like or don’t like. (1.1.N.SL.g, 1.1.N.SL.j)

5. Identify the farm animals from 12 Chinese Zodiac animals (2.2.N.F.b )

6. Given the Chinese characters for big, small, horse, ox and goat, students match the characters with the corresponding pictures. (1.2.N.R.a)


Identifying

Describing


 

Recommended (not required) Instructional Resources:

 

Teachers Resources:

Zodiac poster

 

Pictures of farm animals and beanie babies.

 

Vocabulary flash cards using both pictures and characters

 

Better Chinese, My First Chinese Words, Book 19 & 20

 

Monkey King Chinese, Book 3A, Lesson 6

 

Chinese Treasure Chest, Volume 2, P 77-80, 91-92, & 239

 

Chinese Paradise, Book 2B, Lesson 10

 

 

 


XUnit 6: My Favorite Meal!
(Week 34, 4 Weeks)

How do I talk about what people eat?


In this unit children learn to identify and describe foods. They learn to express their needs, likes and dislikes about foods. They also classify foods by taste, color and temperature. They continue to build their recognition of Chinese characters from the unit vocabulary. They begin to explore Pinyin and writing characters.



1. What foods are good for me?

2. How do I describe some foods?

3. How do I describe my favorite meal?


1. Identify and describe foods by temperature and taste: 

hàn bǎo bāo, sān míng zhì, shā lā, pī sà bǐn, jī dàn, dàn gāo, yú, qiǎo kè lì, bīng qí lín/,miàn bāo, shuǐ,kě lè, niú nǎi, qiǎo kè lì niú nǎi, guǒ zhī, tián, xián, rè, lěng, mǐ fàn, miàn tiáo, jiǎo zi

汉堡包,三明治,沙拉,披萨饼,鸡蛋,蛋糕,鱼,巧克力,冰淇淋,面包,水,可乐,牛奶,巧克力牛奶,果汁,甜,咸,热,冷,米饭,面条,饺子

  • Review colors with fruits and juices

2. Express needs, likes and dislikes: 

  • Wǒ xǐ huān chī/ he…. 我喜欢吃/喝...。
  • Wǒ bù xǐ huān chī/ hē.... 我不喜欢吃/喝...。
  • Wǒ yào chī/ hē…. 我要吃/喝...。
  • Wǒ bú yào chī/ hē…. 我不要吃/喝...。

     Review

  • Wǒ è le. 我饿了。
  • Wǒ kě le. 我渴了。

 

3. Identify characters:

 水,鱼,子

 

4. Introduced but not assessed:

Pinyin: ü, üe, üan, ün

Writing characters: 水,鱼,子

 


Sample Performance Assessments:

 

1. Assess students’ current level vocabulary related to this unit of study (oral language).

2. Orally identify foods commonly eaten in USA versus China. (2.2.N.F.b)

3. Describe foods orally by temperature, taste and color. (1.1.N.SL.g, 3.1.N.a)

4. Draw and describe their favorite meal and one thing they don’t like. (1.1. N.SL.j, 1.2.N.R.a)

5. Categorize foods by temperature and taste. (1.2.N.R.a)

6. Given the Chinese characters for water, fish and child, students match the characters with the corresponding pictures. (1.2.N.R.a)

 


Identifying

Describing

Classifying


 

Recommended (not required) Instructional Resources:

 

Teachers Resources:

Pictures of foods, fruits and juices

 

Plastic foods

 

Better Chinese, My First Chinese Words, Book 9 & 36,

 

Character flash cards

 

US Food Pyramid/Plate website: http://www.choosemyplate.gov/index.html

 

Chinese Treasure Chest

 

Chinese Paradise, Book 1B, Unit 6

 

Monkey King Chinese, Book 1B, Lesson 3

 

Youer Hanyu, Book 4, Lesson 7 & 8

 

Youer Hanyu, Book 2, Lesson 3 & 4

 

Monkey King Chinese, Book 3B, Lesson 6

 

Monkey King Chinese, Book 2A, Lesson 3


Wayne RESA